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Abstract

One of the most important theories proposed in the explanation and etiology of dyslexia are theories that consider the cognitive deficits of these children, including attention, working memory, planning and organization to be involved in the occurrence of this disability. The aim was to investigate the effects of combining sensory integrative techniques with direct reading comprehension on improving working memory and attention span in students with Developmental dyslexia. This randomized trial with blinded assessors study was performed with a between-subjects factor ‘group’ (control group vs. intervention group) and within-subjects factor ‘time’ (measurement at pre-intervention and post-intervention). Data collection started in February 2024 and ended in October 2024. Sixty children with Developmental dyslexia were recruited to the study following formal diagnostic and behavioral pre-intervention assessments. Continuous Performance Test (CPT) and The Arabic Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) were used to collect data. Linear regression models were used to assess within-person differences within conditions for each outcome. Findings did directly support the hypotheses; results from regression analyses suggest that sensory integrative techniques with direct reading comprehension did have a significant impact on working memory and attention span in students with Developmental dyslexia. Sensory integration method and direct instruction for comprehension can increase working memory and attention span in children with dyslexia.

Keywords

sensory integrative techniques reading comprehension working memory attention span Developmental dyslexia

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The Effects of Combining Sensory Integrative Techniques With Direct Reading Comprehension on Improving Working Memory and Attention Span in Students With Developmental Dyslexia

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Keywords

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